# data[].attributes.body
In our 3rd grade classroom, we value ELA skills as a basis for all learning. We feel authentic learning greatly benefits students as they embark on their journey for knowledge. Therefore, we incorporate authentic learning experiences into ELA. We assert that  Writer's Workshop should continue to be a part of our classroom. This padlet will explain what Writer's Workshop is, how it enables us to meet students' diverse learning needs while providing writing experiences and learning, and how quality children's literature can be integrated into Writer's Workshop. Each of these components represent reasons why we should be able to continue Writer's Workshop in our classroom.

# data[].attributes.body
Writer's Workshop is a fifty-minute period which occurs every day in ELA and allows students to learn about writing through practice. The goal of Writer's Workshop is to write with purpose and intention first, then to write well (Laminack & Ray, 2001, p. 4). See the diagram below for a visual representation of how Writer's Workshop is broken up into the following sections:

Minilesson
Writer's Workshop begins with a teacher-selected minilesson about writing techniques and strategies for writers to use. These techniques come from the Common Core State Standards.

Independent Work/Conferences
Following the minilesson is independent work, where students have the option to work on the strategy taught that day or whatever other writing work they choose. The special part of Writer's Workshop is that the students have choice of writing topics; it is said that "at the heart of needing to write well is a personal topic selection (Laminack & Ray, 2001, p. 7). During this independent time, the teacher has the opportunity to meet with students either individually or in groups to deliver additional support and instruction.

Sharing
After independent work, students have the opportunity to share with a partner, a group, or the whole class. This allows students to receive help and feedback from their community and peers.

The writer's workshop grows and changes by the end of the year. At first it may be students simply writing a variation of different things. However, by the end of the year writing workshop will be students really engaging in various stages of the writing process.

# data[].attributes.headline
What does the writers workshop look like?

# data[].attributes.subject
What does the writers workshop look like?

# data[].attributes.body
The writers workshop may change each year. It will also vary from teacher to teacher. Overall it is an extension of the teacher and the students.

It might include:

independent work

group work

brainstorming/thinking time

busy writer bees never putting their pencils down!

individual conferences

group conferences

partner sharing

whole-class sharing

In the words of Vicky Spandel, "...the physical look of your workshop might include writing supplies of all kinds, a collection of favorite books and materials to support research (possibly grouped by category), writing notebooks or folders..." (Spandel, 2012, p. 16).

# data[].attributes.headline
A look inside a first grade classroom's Writer's Workshop

# data[].attributes.subject
A look inside a first grade classroom's Writer's Workshop

# data[].attributes.attachment_link.title
A Day in the Life of Our Writing Workshop

# data[].attributes.attachment_link.description
Describes a day in our first grade writers workshop.

# data[].attributes.headline
How does Writer's Workshop allow for differentiation and enhance learning?

# data[].attributes.subject
How does Writer's Workshop allow for differentiation and enhance learning?

# data[].attributes.body
Writer's Workshop is key for meeting all students' needs. Writer’s Workshop allows for the children in our classroom to have individualized practice in writing (Laminack & Ray, 2001, p. 3). Students are not expected to learn the same information as everyone else at the same time and then apply it to the same writing prompt; rather, they learn at their own pace and implement new strategies when they are comfortable (Cleaveland & Ray, 2004, pp. 59-60).

In addition to the nature of Writer's Workshop itself being individualized, it helps meet individual needs in structural ways as well. It involves individual conferences with students during workshop time to discuss their current efforts in writing, as well as how they can become better writers (Anderson, 2000, p. 25). Through conferences and sharing, Writer's Workshop allows students and teachers to have conversations about their personal writing. This allows for teachers to really get to know their students, helping meet their needs academically, developmentally, and culturally.

# data[].attributes.body
Teachers from College Station Independent School District explain the benefits of Writer's Workshop (and Reader's Workshop) in terms of student choice.

# data[].attributes.attachment_link.keywords[]
college station independent school district (school district)

# data[].attributes.attachment_link.title
Lesson on Learning: The Readers' and Writers' Workshop Model

# data[].attributes.attachment_link.description
The workshop model of instruction allows choice for students, time for individual and group instruction, and for all students to be engaged in learning no matter their level.

# data[].attributes.headline
What is the role of quality literature in Writer's Workshop?

# data[].attributes.subject
What is the role of quality literature in Writer's Workshop?

# data[].attributes.body
Quality literature in writers workshop allows students to see elements of writing that they can model in their own writing. They can be used in the minilesson as a way to structure and model strategies the students are being taught. They can also be used on an independent level for students to get excited by new methods of writing.

Writing without reading is like see-sawing alone: it can technically be done, but getting off the ground can be difficult. Without reading, children can experience difficulty knowing where to begin and/or where to go with a piece of writing.

Quality literature is imperative to the Writer's Workshop, and it can be included in the form of mentor texts.

Mentor texts are books or pieces of writing which can be used in the classroom and in lessons as an example of quality writing to students who are learning and participating in the writing process.

For example, if a student wants to write using onomatopoeia, they might reference "Rattletrap Car" by Phyllis Root and Jill Barton. This text has excellent examples of onomatopoeia such as "BOOM!" and "hisssss." The student can read this text and explore how to add the technique to his or her writing.

Quality literature includes books which "feature multiple diversities" (Martell & Souto-Manning, 2016, p. 138). Using diverse books allows students better access to connecting to the book and/or the characters. That connection when they read about a character who is like them in some way can get a child more invested in the book (and possibly their writing). They can bring that excitement into their writing and their stories.

# data[].attributes.headline
Example of Including a Mentor Text in the Classroom

# data[].attributes.subject
Example of Including a Mentor Text in the Classroom

# data[].attributes.headline
Why should Writer's Workshop continue in our classroom?

# data[].attributes.subject
Why should Writer's Workshop continue in our classroom?

# data[].attributes.body
We hope for your support in our continuing Writer's Workshop in our 3rd grade classroom. Writer's Workshop is allowing our students to become stronger writers who are passionate about the craft.

To review, Writer's Workshop:

Promotes a supportive community in the classroom. It is important to let student know that their writing has value and meaning to others. When students feel their work is appreciated by their peers, confidence in their own skills is enhanced.

Follows the "I do, we do, you do" approach to learning, which means students are heavily supported in the beginning but by the end they are going through the steps to improve their writing all on their own.

Is accessible to all students' learning styles and needs.

Provides authentic reasons for a student to want to write.

Promotes living like a writer by using what you learn and what you read to influence your writing. It is a way to get students thinking in a way that mirrors how many writers create their work.

Thank you for taking the time to review what makes us so passionate about Writer's Workshop in the classroom. We welcome you to stop into our 3rd grade class at any time to see Writer's Workshop in action!

# data[].attributes.body
Anderson, C. (2000). The teachers role in the conference. How's it going?: A practical guide to conferring with student writers (25-80). Portsmouth, NH: Heinemann.
Cleaveland, L. B. & Ray, K. W. (2004). How our youngest writers use the writing process to help them make books. About the authors: Writing workshop with out youngest writers (58-81). Portsmouth, NH: Heinemann.
Laminack, L. L. & Ray, K. W. (2001). Understanding the essential characteristics of the writing workshop. The writing workshop: Working through the hard parts (and they’re all hard parts) (1-15). Urbana, IL: National Council of Teachers of English.
Martell, J. & Souto-Manning, M. (2016). Reading writing and talk: Inclusive teaching strategies for diverse learners, K-2. New York, NY: Teachers College Press.
Spandel, V. (2012). Creating Young Writers. Boston, MA: Pearson Education, Inc.